Volume 15

CULTURALLY RESPONSIVE TEACHING IN THE LOWER PRIMARY CLASSES OF NIGERIA

NJOKU, Akwaugo Chinonye & ANERO Nnamdi Ph.D

Abstract

This paper makes a case for the full implementation of culturally responsive teaching (CRT) in lower primary classes across Nigeria, emphasising its role in value-based education and cultural preservation. It explores how teachers and caregivers introduce cultural norms, both universal, such as honesty and kindness, and localised practices, like greetings, gender roles, and etiquette, into early childhood learning. Drawing from Bloom's taxonomy, Vygotsky's sociocultural theory, and Bronfenbrenner's ecological systems theory, the study underscores the formative nature of early childhood in shaping moral and cultural identity. Despite its relevance, CRT faces numerous obstacles, including inadequate teacher preparation, rigid curricula, and increasing societal preference for academic outcomes over cultural learning. The study advocates for repositioning caregivers as cultural agents and proposes actionable strategies such as curriculum reform, teacher training in CRT pedagogy, inclusion of indigenous learning materials, and stronger school-community collaboration. Through a reflective and intentional approach to teaching, the integration of culturally grounded content can help maintain Nigeria's rich cultural heritage while nurturing socially responsible and culturally aware citizens. The paper concludes by offering policy- and practice-based recommendations to enhance the application of CRT in foundational education settings.

Keywords

Culturally Responsive Teaching (CRT), Culture, cultural concepts, lower primary, caregivers

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